Online teaching in response to student protests and campus shutdowns: academics’ perspectives

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dc.contributor.authorCzerniewicz, Laura
dc.contributor.authorTrotter, Henry
dc.contributor.authorHaupt, Genevieve
dc.date.accessioned2020-01-14T06:51:40Z
dc.date.available2020-01-14T06:51:40Z
dc.date.issued2019-12-20
dc.date.updated2019-12-22T05:18:27Z
dc.description.abstractAbstract During the period 2015–2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.
dc.identifier.apacitationCzerniewicz, L., Trotter, H., & Haupt, G. (2019). Online teaching in response to student protests and campus shutdowns: academics’ perspectives. http://hdl.handle.net/11427/30722en_ZA
dc.identifier.chicagocitationCzerniewicz, Laura, Henry Trotter, and Genevieve Haupt "Online teaching in response to student protests and campus shutdowns: academics’ perspectives." (2019) http://hdl.handle.net/11427/30722en_ZA
dc.identifier.citationInternational Journal of Educational Technology in Higher Education. 2019 Dec 20;16(1):43
dc.identifier.ris TY - Journal Article AU - Czerniewicz, Laura AU - Trotter, Henry AU - Haupt, Genevieve AB - Abstract During the period 2015–2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system. DA - 2019-12-20 DB - OpenUCT DP - University of Cape Town KW - Online education KW - Blended learning KW - Activity theory KW - Contestations KW - Protests KW - #FeesMustFall KW - South Africa KW - University of Cape Town LK - https://open.uct.ac.za PY - 2019 T1 - Online teaching in response to student protests and campus shutdowns: academics’ perspectives TI - Online teaching in response to student protests and campus shutdowns: academics’ perspectives UR - http://hdl.handle.net/11427/30722 ER - en_ZA
dc.identifier.urihttps://doi.org/10.1186/s41239-019-0170-1
dc.identifier.urihttp://hdl.handle.net/11427/30722
dc.identifier.vancouvercitationCzerniewicz L, Trotter H, Haupt G. Online teaching in response to student protests and campus shutdowns: academics’ perspectives. 2019; http://hdl.handle.net/11427/30722.en_ZA
dc.language.rfc3066en
dc.rights.holderThe Author(s)
dc.subjectOnline education
dc.subjectBlended learning
dc.subjectActivity theory
dc.subjectContestations
dc.subjectProtests
dc.subject#FeesMustFall
dc.subjectSouth Africa
dc.subjectUniversity of Cape Town
dc.titleOnline teaching in response to student protests and campus shutdowns: academics’ perspectives
dc.typeJournal Article
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